|EXC 4190||Alternative Approaches to Literacy Instruction for Students with Disabilities|
|Prerequisites||Admitted to Teacher Education|
This course focuses on the design, implementation, and evaluation of reading and writing instruction for students with mild to moderate high-incidence disabilities, including individuals from diverse cultural, linguistic, and socioeconomic backgrounds. The teaching methodology emphasized in this course is explicit, systematic, and developmental. All strategies and approaches that are discussed in this course are supported by empirical research with students with reading and writing disabilities, as well as students at-risk for experiencing reading and writing difficulties in school. While there is empirical evidence that many of the approaches and strategies discussed in this course are successful with students with low incidence disabilities (e. g. , autism, deaf and hard of hearing) and typically developing students without learning difficulties, students in this course will study methods for literacy instruction that are most appropriate for students with reading and writing disabilities. Specifically, students will study explicit instructional methods and strategies used to support the development of emergent literacy, phonological awareness, decoding, word reading, vocabulary, reading fluency, reading comprehension, written expression, and spelling skills. In addition, students will demonstrate their knowledge and usage of these methods and strategies by: (a) participating in class activities and assignments that support lectures and assigned readings, (b) evaluating the effectiveness of literacy curricula and technology tools for students with reading and writing disabilities, and (c) designing and implementing a sequence of lessons that target specific literacy skill areas while reflecting on one’s delivery of instruction. EXC 4190 may be cross-listed with EXC 7190.